1. Juvenile Delinquency Sociology 4141 Chris Uggen

2. Introductions, Class Survey, and Defining Delinquency

3. Notecards Name (spell phonetically if necessary) Contact –Phone of email you check frequently Hometown Courses –Major/minor and related courses Experience –Work or internship (especially in criminal or juvenile justice systems) Future –Long-term career goals? Motivation –Why are you here? Interests (Optional) –Ever visited a prison or detention center? Any suggestions for projects, trips, or speakers? Identification (Optional) –Physical description and seating tendencies

4. Syllabus and Logic of Course Extent and distribution of juvenile delinquency –Know this by next week; we will later argue about what the numbers mean, but arrests and survey results are “social facts” we must consider –Statistics give one view of delinquency while monographs give others –Mainly a lecture format; descriptive statistics –Cut through (media-fed) preconceptions about juvenile delinquency

5. Sociological Theories Delinquency as group or collective action –But rational choice/juvenile justice system is individualized and not geared for group behavior Bartolas gives theories’ assumptions, concepts, and evaluation Format: Lecture, discussion, and application (in exams)

6. Application to Case Studies Groups of “Data” Grunge and Cobain –Familiar subculture (dirtbags, burnouts— bottom of high school hierarchy) –Relation of culture and subculture to social position Urban gangs at peak of youth violence in Monster (L.A. Crip) Girls in the juvenile justice system Format: Questions and Discussion

7. Juvenile Delinquency Policy What have we tried? What “works”? Evidence? Format: Lecture, book, discussion, some video

8. Course Requirements and Expectations Reading varies from quick to difficult Grades –20% Active Participation (10% contribution and 10% group/individual exercises) –25% Midterm Know extent and distribution; work with theories Vote on format –25% Working Paper or Service Learning Option OR: see me if you are already working or volunteering; OR: bigger research project/proposal for grad students and ambitious undergrads –30% Final Exam – format TBA

9. Course Policies –Turn in work on time –Grading: convert grades to points in spreadsheet, rank, and draw lines (A vs B vs C grades). –Note on offensive materials –Note on course page (pdf and ppt) Teaching philosophy –Anonymous grading –Evaluations –Accessibility –Learn both social facts and big ideas about them

10. Self-Report Survey Old method in juvenile delinquency classes –Gives data on class; familiarity with activities –Voluntary - Not a graded activity –---------------------------------------------------------------------------------------- READ BEFORE CLASS –Skim if necessary, but get a feel for the material. Good to bring books –Next time: Jan 20 Defining and Measuring Delinquency [BARTOLAS 1: ADOLESCENCE Pp 1-26] LUNDMAN 1: JUVENILE DELINQUENCY Pp 3-30 CROSS 1: YELLING LOUDLY AT FIRSTPp 1-14 CROSS 2: I HATE MOM, I HATE DADPp 15-27